Learning, teaching and Web 2.0

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mark van Harmelen discusses some experience and issues impinging on the current and future use of Web 2.0 in learning and teaching

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Learning, teaching and Web 2.0

  1. 1. Learning, Teaching and Web 2.0 Mark van Harmelen
  2. 2. Where education could go Practice Exemplars of problem areas Conclusions
  3. 3. Wither? Goals and constraints
  4. 4. We know People work with each other They learn from each other They are capable of determining what they want to learn
  5. 5. Some questions What are the values that we want to promulgate? How do we want to affect society? Do we want autonomous, independent, self-actualised life-long learners who decide what they want to learn and how they learn it If so, how do we ‘grow’ them
  6. 6. A Goal: Empowerment Learners who can take responsibility for their education in HE and beyond who are enthusiastic about learning and who might play a positive role in society
  7. 7. Independent learners Autonomous learners Learners in peer groups Learners in CoPs Learners in HE Learners in the work place Life-long learners
  8. 8. Set learning goals Formulate learning strategies and plans Monitor progress and mid-term correct Formatively reflect on methods and content
  9. 9. It doesn’t matter what we teach….
  10. 10. It doesn’t matter what we teach…. so long as we teach students to become autonomous learners
  11. 11. …really? What if Dave, or you, or I have to go to hospital? Should the doctors and nurses just have learned what they wanted to? [Problem solved for PBL in medical education]
  12. 12. There are limits to what we can and should do In all of this remember that independent & peer learning, & Web 2.0 catalysis shouldn’t be the tail that wags the dog
  13. 13. Like it or not, we need to maintain the societal role of universities - to prepare useful members of society, certified as approved, employable, with particular levels of skills and knowledge
  14. 14. Some class practice
  15. 15. A couple of approaches I like Social Constructivisim (Vygotsky) learning in social settings learning in groups and teams Zone of Proximal Development / scaffolding Constructionism (Papert) learn by constructing artefacts to show
  16. 16. Teamwork is taught
  17. 17. Peer learning is taught
  18. 18. Facilitated by (Web 2.0) tools
  19. 19. Zone of Proximal Development ZPD future knowledge with ano’s scaffolding current knowledge not reachable as yet
  20. 20. …applied scaffolding page structure content suggestions multi-way suggestion / feedback
  21. 21. …constructionism
  22. 22. …communication / participation with Google Groups 168 messages 68 topics guess 75% me but significant effect feedback from one class member: felt involved in a course for the first time
  23. 23. Interim results Did the course create independent learners? Maybe, not measured Did the course produce team-workers Yes, definitely Was these a result of Web 2.0? Not directly…. But did Web 2.0 enhance the learning process? Yes, via social constructivist and constructionist approaches
  24. 24. Exemplars for us Assessment Meta-cognitive skills
  25. 25. For independent learners need to facilitate the acquisition of meta-cognitive skills For these learners to operate in peer-group settings, need to solve the groupwork assessment problem
  26. 26. Start from learning theory and pedagogy Develop new tools Perform practical experiments, observe, feedback, redevelop, etc
  27. 27. a kind of conclusion
  28. 28. The question “Is Web 2.0 the point at which we finally begin to challenge academic mindsets around both pedagogy and learning technology?” [Mondays session, a question on text chat]
  29. 29. The question “Is Web 2.0 the point at which we finally begin to challenge academic mindsets around both pedagogy and learning technology?” [Mondays session] Yes, but….
  30. 30. Is it true that
  31. 31. ...from dino-ed
  32. 32. Is it true that with Web 2.0 we will enter a new world of self-motivated, actualising, life-long, participatory education ?
  33. 33. Not on its own!
  34. 34. Decide goals what we want Consider what components we need pedagogy, TEL, Web 2.0 catalytic tools Carry on the experiments develop new tools and try them out
  35. 35. Mark van Harmelen Independent Consultant Honorary Research Fellow School of Computer Science University of Manchester mark@cs.man.ac.uk
  36. 36. All the following images creative commons licensed New tulips by only alice Dave in hospital by headur Dog’s tail by borabora Jonas’s graduation supplied by Josh Bousel Question mark by pittam Dinasours by unknown (sorry!) Spiral by slightly-less-random A thing is growing by pulpolux Powerswitch by thomwatson No licensing as yet Class photos by Eric Raffin, with one by Mark van Harmelen

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